The final session of the day will incorporate two keynote speakers. The first is Andy McGregor, Jisc’s deputy chief innovation officer. Andy will focus on Jisc’s visions for the future of its work across the education and research sectors. The second is from Dr Michael Malone, director of curriculum and information services, South Eastern Regional College (SERC). Jisc Connect more in Northern Ireland, 23 June 2016.

2. Transformation through digital
23/06/2016 Connect more with Jisc in Northern Ireland 2016 2

3. Connect more with Jisc
»Keep in touch:
› #Connectmore16 / @Jisc
› Event Facebook page
»Presentations, resources, and videos – over coming weeks
› https://www.jisc.ac.uk/connect-more
»Event evaluation
› From your inbox to ours
23/06/2016 Connect more with Jisc in Northern Ireland 2016 3

4. jisc.ac.uk
Jason Miles-Campbell
Head of Jisc Northern Ireland
jason.miles-campbell@jisc.ac.uk
23/06/2016 Connect more with Jisc in Northern Ireland 2016 4

6. Jisc’s visions for 2020

7. Why Jisc does R&D
The goal is
Delivered by
Facilitated by
Using
Developing new national shared technology services
Collaborating across the sector
Jisc as a national body with a technology focus
Jisc’s co-design innovation process
Jisc’s visions for 2020 724/06/2016

8. What this means in practice
24/06/2016 Jisc’s visions for 2020 8

9. How do we choose what to put into the pipeline?
jisc.ac.uk/rd/how-we-innovate/co-design
Jisc’s visions for 2020 924/06/2016

10. How we developed the visions
1. We developed some initial
ideas internally
2. We refined those drafts by
working with core
stakeholders
3. We released the drafts for full
public consultation
24/06/2016 Jisc’s visions for 2020 10

11. Interlude – visions are a mugs game
flickr.com/photos/joebehr/6083727979
Jisc’s visions for 2020 1124/06/2016

12. Key points from each vision
Jisc’s visions for 2020 1224/06/2016
Data
Student/learner control
AI and automation
Staff skills
Student skills
Loop learning
FES
FES
FES
FES
FES
HE L andT
HE L andT
HE L andT
HE L andT
Research
Research
Research
Research
HE L andT

13. Our current portfolio partly delivers the visions
Jisc’s visions for 2020 1324/06/2016
Store
services
Playlists Diagnostic
tool builder
Curation and
remix
Learner
Analytics Services
Digital
capability
Learning
analytics
Digital
launchpad
Apprentice
workforce
development
Digital
leadership
Summer of
student
innovation
Analytics
academy
Analytics
labs
Qualification
verification
App
and
content
store
Research data
discovery
Research
data
usage
metrics
Equipment
data
Repository and
preservation platform
Research
data
shared
service
?

14. Adding to the portfolio
Jisc’s visions for 2020 1424/06/2016

15. How can you get involved?
Jisc’s visions for 2020 1524/06/2016

16. jisc.ac.uk
Andy McGregor
Deputy chief innovation officer
Andy.mcgregor@jisc.ac.uk
24/06/2016 Jisc’s visions for 2020 16

17. Connect More – the Future
Dr Michael Malone
Director of Curriculum and Information Services

18. Outline of presentation
Curriculum Reform
Continuous Professional Development (CPD)
– Blended Learning
– Project Based Learning (PBL)
Resources
– MOODLE – Enhancing learning

19. CPD and NI Curriculum Reform
Qualifications
• Qualifications have become more academic less focus on
skills
• Confusing for Industry
• Move towards a single qualification per programme
Continuous Professional Development (CPD)
• CPD is a critical component of the project
–Project based learning (PBL)
–Blended Learning

20. Northern Ireland Curriculum Reform
Partnership with Colleges and our new Department for the
Economy
Learning and assessment strategies will be completely
renewed and will focus on
• Skills attainment
– technical, enterprise and employability skills integrated
• Project based learning
• Blended learning
• Work based learning
• Final end certification

21. ILT PEDAGOGY MENTORING
CPD - Learning Technologies

22. SERC Learning Academy – Pedagogy Mentoring
in Learning Technologies
SERC Pedagogy Mentoring programme in Learning Technologies
– Staff member works with LT Pedagogy Mentor who helps improve their skills in their
actual class
– Has won a Beacon Award – UK wide excellence award
– 500 staff have completed mentoring programme
– Sharing this programme with international partners
• Toyama National College of Technology Japan
• Tamasek Polytechnic in Singapore
• King Mongkuk College in Thailand
– New partnership with JISC to develop a programme to roll out to more colleges

23. Learning and Teaching team
Antoine Rivoire has been teaching for 10 years
and teaches on the Level 2 and Level 3 Music
programmes.
Stefanie Campbell has been teaching for 10
years and teaches University Access (English
Literature), Worklink (level 1), Essential Skills
Literacy.
Heather Gyle has been teaching for 23 years
and teaches on the Certificate in Foundation
Studies and A level Sociology
Owen Parkes has been teaching for 11 years
and teaches Manufacturing Engineering at
Further and Higher Education.
Nichola O’Hagan has been teaching for 16
years and teaches Foundation Degree in
Counselling and Level 2 Health and Social
Care.
Kenny McDowell has been teaching for over 10
years and teaches Essential Skills ICT.
Paula Philpott has been teaching for 20 years
and taught Engineering Maths, A level, GCSE,
Essential Skills Numeracy and an online course
for teachers on online teaching.
Eddie Conlon has been teaching for 11 years
and teaches Essential Skills ICT, ESOL and
Numeracy.
Barbara is the Teacher Tutor and supports our
staff completing PGCE, CIT and new staff as
well as existing staff. She has been teaching
Hospitality and Catering for 33 years.
PP

24. Stage 1
•Pre- mentoring
assessment
•Targets
discussed
Stage2
•Training
•demonstration
lesson
•Post observation
reflection
Stage 3
• Training
• Team teach
• Post
observation
reflection
Stage 4
• Training
• Peer
observation
• Post
observation
reflection
Stage 5
• Post
mentoring
review
• Signposts for
the way
ahead
ILT Pedagogy Mentoring process
Mentoring overview
PP

25. 2008
•6 ILT projects
trialled
•ILT pedagogy
mentoring project
selected
2009
•8 mentors
•78 staff mentored
2010
•15 mentors
•184 staff
mentored
2011
•10 mentors
•121 staff
mentored
•Quality
assurance
•‘best practice’
ETI
•Shortlist TES
award
2012
•8 mentors
•85 staff mentored
•RSCNI award
2013
•9 mentors
•83 staff mentored
•‘best practice’ QAA
•ISSES conference
paper
2014
•8 mentors
•Joint research with
Japan
•Paper at Singapore
symposium
•63 staff mentored
Development of the ILT Pedagogy Mentoring
PP
25

26. Singapore – Learning and Teaching
Tamesek Polytechnic, Singapore - Learning and Teaching conference
Workshops in Ngee Ann and Temasek Polytechnics
“your sharing has already had
more impact on us than you
know”
Shirley Williams | Director | Teaching & Learning Centre
Ngee Ann Polytechnic

27. Pedagogy Modules
PP

28. PP
28

29. PP
29

30. Sharing Good Practice
PP
30

32. Sharing Good Practice
Lynda Graham
shares about her
use of OneDrive
with students
PP
32

34. Induction of new
staff
PP

36. PBL PEDAGOGY MENTORING
CPD – Project Based Learning

37. SERC Learning Academy PBL Mentoring
SERC Project Based Learning Mentoring Programme
– Partnership with TKNIKA in Basque Land
– Implementing the Basque PBL model
– 15 SERC staff have completed PBL mentoring programme in
May
– 300 SERC Permanent staff will complete in June and August
2016
• (all Head and Deputy heads of School)
– 300 PT staff will complete later in the year

38. What is Project Based Learning?
Project-based learning is a dynamic approach to
teaching in which students explore real-world
problems and challenges. With this type of active
and engaged learning, students are inspired to
obtain a deeper knowledge of the subjects they're
studying

39. Four key
advantages of
PBL
• Today’s students can find college boring.
In PBL, students are active which engages
their hearts and minds, and provides real-
world relevance for learning.
PBL makes
college more
engaging for
students.
• Students understand content more deeply,
remember what they learn and retain it
longer than is often the case with
traditional instruction.
PBL improves
learning.
• Students learn how to take initiative and
responsibility, build their confidence, solve
problems, work in teams, communicate
ideas, and manage themselves more
effectively.
PBL builds skills
for college,
career, and life.
• Projects allow teachers to work more
closely with active, engaged students
doing high-quality, meaningful work, and in
many cases to rediscover the joy of
learning alongside their students.
PBL makes
teaching more
enjoyable and
rewarding.

40. Integrating Enterprise Skills
Sometimes referred to as employability skills or transferable skills
Well organised PBL should integrate these skills seamlessly
Skills take time and practice to develop - they are not achieved in one attempt
Students will develop and enhance this skills in a number of different ways
– Individually
– In groups or teams
– Over their lifetime and career
Leicester University have created a useful categorisation of these skills,
attributes and behaviours in students

41. Enterprise Skills, Attributes and Behaviours
Skills Attributes Behaviours
intuitive decision making with
limited information
sense of belief in self seeks and takes opportunities
coping with uncertainty and
complexity
strong sense
of independence
takes initiative
building know-how and trust
relationships
goal/achievement orientated builds and develops networks
creative approach to problem
solving
builds own know-how and
trust relationships
assesses and takes risks
negotiation capacity
commitment to see things
through
holistic management of
situations
selling/persuasive capacity
sense of ownership over
problems/actions
thinks strategically

42. Basque VET Model
Coordinated and coherent approach to curriculum innovation through an
organisation called TKNIKA which works across all 64 Colleges
PBL central to the innovative methodologies used
PBL has created more student entrepreneurs (at least 5 times the output that
NI colleges produce)
Have adapted curriculum strategies developed in other countries to suit their
needs (e.g. Finland)
Strong strategic partnership between their government department and the
colleges
Internationalisation a key element in the VET model

43. Introducing PBL – ‘Get the Edge’
This is a college wide project across all disciplines
All FT students will participate 4700+
Get the edge fortnight – first two weeks in September
Larger cohorts with Team teaching
Interdisciplinary – e.g. health care working with engineering
Projects will build occupation skills and enterprise skills
Students will exhibit and present their project outcomes on last day in
public spaces in each campus to canvas votes from their peers
On line Peer assessment - Students will get a chance to vote for their
favourite project, but can’t vote for their own

44. Project Based Learning - CPD with Basque
trainers
3 days duration
15 Staff identified for first phase
Joined by 10 staff from SRC
Train the trainer 2 day course - compiled
Feedback has been excellent by all attendees

45. PBL - CPD Plans
CPD Events status
CPD Event in SPACE February 2016 – project based
learning
complete
Initial training with Basque trainers complete
Create train the trainer course for June (HOS, DHOS and
others)
complete
Brief all curriculum managers on plans and developments complete
Roll out PBL training to all permanent staff (approximately
300)
August 2016 – 2 trainers to a group
of 30
start of PBL ‘Get the Edge’ fortnight – rollout to all FT
students
September 5 2016 –

46. Project Based Learning – principles 1
Scope of projects
– Projects cover more that one module of a programme
– Focus on smaller projects leading to bigger projects
– Focus on skills acquisition
– Projects must be wide enough to accommodate different outcomes
– Projects at level 2 or first year level 3 may already have a solution worked
through by staff
– Project at second year level 3 or higher may be open ended
– Projects must have a real world scenario or be an industry challenge
– Multiple projects over the year
– Learning objectives may be covered more than once

47. Project Based Learning – principles 2
Teaching Team
– Preparation by teams in advance is essential
– Students do the work -Lecturers facilitate
– Smaller teaching teams more effective – 3 to 4 staff
Rooms
– Students stay in base room and lecturers come to them
– Rooms must be multifunctional – access PCs , group work, individual
research
Students
– Students work in teams for most projects
– Teams selected according to a personality profile

48. PBL in 2016/17
PBL inter disciplinary teams established in each campus
More teams can be established
‘Get the Edge’ fortnight all FT
Some new courses will be totally PBL (Level 3 Diploma in Electrical and
Electronic Engineering)
All Traineeship and Apprenticeship Courses will be PBL (teams need to
meet now to prepare)
Some courses will have an element of PBL inter-disciplinary – already
selected by initial PBL team

49. ‘Entrebraineur’ – Whole Brain Learning- Phase 1
Research carried out on learning styles and entrepreneurial success
factors of N Irelands top entrepreneurs
Left and right brained dominant quick assessment document
Concluded
• that overwhelming majority were predominantly ‘Right Brained’
• did not conform at school
• learning styles and behaviours had never been assessed or explained
• successful ‘entrepreneurs required a strong @left brain’ partner in their
company

50. ‘Entrebraineur’ – Learning styles
• Right and Left Hemisphere Dominance
Among the sample, right brain dominant learning was the norm, in contrast to the left
brain dominant learning favoured by the current education system from primary to
higher education. As a result, an education system that favours and rewards left-brained
thinking will discourage entrepreneurs and potential entrepreneurs.
• Mental Styles
Crucially, 90% of the entrepreneurs were ‘concrete’ learners who tended to learn ‘on the
job’ rather than by absorbing abstract information in classrooms. Therefore education
systems that require and reward learners for passive engagement with activity that is
removed from reality will discourage entrepreneurs. A pragmatic approach is preferred.

51. ‘Entrebraineur’ – How had school helped?
• Dominant characteristics at school
Characteristics associated with ‘non-conforming’ thinking and behaviour were identified by 90% of the
entrepreneurs. Entrepreneurs have difficulty following rules, they are ‘Non – Conforming’. Therefore,
entrepreneurs and potential entrepreneurs are more likely to question and perhaps reject educational
policy and practice that is one directional and offers few alternatives. Entrepreneurs need to know why
they have to do something, they tend to see alternatives and prefer to have options; not just one way of
doing something.
• Contribution of school to success in enterprise
Apart from essential skills, most of the sample indicated that school had not contributed to their
entrepreneurial success. Many had subsequently excelled educationally once in the concrete world of for-
profit business and social enterprise.
• Academic Attainment
There was a wide variation in educational attainment. Some left school with no qualifications and others
had third level education. A significant number only achieve educational qualifications once learning
was related to their work.

52. ‘Entrebraineur’- Phase 2
Research focused on enterprise skills and entrepreneurial activities of
both staff and students at SERC and other Colleges
Most schools and colleges encouraged ‘left brained’ or conforming
behaviour – ‘right brained’ were not supported – actively discouraged
A series of interviews and assessments were used to determine
learning styles and profile entrepreneurial success factors (ESF) of
staff and students
43% of staff were frequently to very frequently entrepreneurial
Concluded that a top down whole college approach supported by
Senior management was the most effective – cited SERC as best
practice

53. Staff and Student results
49% Student wanted to set up a business
83% College staff say they are entrepreneurial

54. Applying the ‘Entrebraineur’ findings
SERC developing an App that will enable staff and students to assess
themselves against entrepreneurial success factors
Students will be assessed early in the year and be able to track
progress through the year
‘Left dominant’ and ‘Right dominant’ staff will be deployed according to
their strengths
Students will get the opportunity to determine their learning styles,
strengths and be aware of other areas they may wish to develop
PBL will help support more ‘Right dominant’

55. MOODLE – ENHANCING LEARNING
Resources

56. Moodle - The Approach
Sell the advantages of Moodle to the team by:
– Shared team site (reduce duplication of resources and ease everyone’s prep load)
– Ensure that every member of the team contributed – targets set
– Highlight examples of good practice through Moodle Monday / Webinar
Wednesdays and at team meeting level
– Include Moodle workshops in staff development sessions with SMART targets for
resource creation
– Know and Show for tutors to showcase what they have done
AD

57. Strategic themes: Curriculum Assessment,
Collaboration and Blended Learning
Focus was on how the learner experience and how Moodle could be used
to assess learning, create greater interactivity and provide self paced,
independent learning opportunities e.g.
– Zondle quizzes – game based learning
– Moodle quizzes – self assessment
– Moodle forums, Yammer – collaboration
– Office Mix – blended learning
AD

58. Whole College Moodle Strategy
Bottom up and top down approach
Applies to all courses, on all campuses
Templates for consistency and feel (following focus groups with staff and students)
Curriculum leaders taking ownership
• Content reviewed and critiqued by curriculum leaders at ‘Know and Show’
• Teaching styles of curriculum leaders critiqued and peer assessed at Know and Show
• Lesson observation – critical element
Timescale set for full implementation
Student feedback critical to design and layout
MM

59. MOODLE
Structure
School
Department
FE
Course
PT
Course and
units sites
FT
Course and
units sites
HE
Course
PT
Course and
units sites
FT
Course and
units sites
TfS
Course
Units
ES
Individual tutor
sites
Shared
resource site
for tutors
Sites for
different
delivery modes
AE/GC

60. Assess and Evaluate
WhatourSTUDENTSdo
PP

61. WhatourSTUDENTSdo Flipped classroom
PP
61

62. WhatourSTUDENTSdo
Game based Learning
PP
62

63. WhatourSTUDENTSdo
Learning Styles
PP
63

64. WhatourSTUDENTSdo
Use of Apps
PP
64

65. WhatourSTUDENTSdo
Induction
PP
65

66. WhatourSTUDENTSdo
Active Learning
PP
66

67. Collaborative
Learning
WhatourSTUDENTSdo
PP
67

68. GCSE Maths and English
GCSE English online
GCSE Maths Online
Gains
Quality assurance
Created greater team collaboration
Upskilling of staff
Created more reflective practitioners
AD

69. GCSE Maths
Pencasts
AD

71. GCSE English
Sample module
AD

73. Connect More – the future
CPD for staff is essential to ensure better learning methodologies are
employed by staff
Technology is a key element in enhancing learning – not a replacement
for teachers
CPD will teach teachers what appropriate resources look like and how
they enhance learning
Colleges need to evolve continuously to embrace and leverage the
advances in technology